This article is aimed at the practitioner, whether novice or veteran, who is struggling to give life to a new course or enliven an existing one. It is an attempt to share a specific instructional method, as well as to expose the pedagogical assumptions that drive it. Although it is focused on a course in human relationships and sexuality, the methods described may apply to other courses in the social and behavioral sciences. The article describes two features of a course which distinguish it from most other large courses in the field: a written project which traces a student's sexual development and small discussion groups facilitated by students.